ERIC Number: ED024574
Record Type: Non-Journal
Publication Date: 1968-Jun
Reference Count: N/A
An Analysis of a Typical Instructional Unit in Junior High School Science to Determine the Explicit and Implicit Concept Loading Involved. Final Report.
Smith, Herbert A.
This study involved examining an instructional unit with regard to its concept content and appropriateness for its target audience. The study attempted to determine (1) what concepts are treated explicitly or implicitly, (2) whether there is a hierarchical conceptual structure within the unit, (3) what level of sophistication is required to understand the materials presented, and (4) what professional judgments can be rendered relative to the suitability and quality of the materials. Among the conclusions are the following. A large number of concepts are implicitly involved in addition to those explicitly considered. Although the explicit concept load is heavy, the implicit concept load is much greater and is almost certainly ascribing to junior high school students a level of sophistication which extremely few of them possess. There is little evidence that the authors conceived it to be their function to build a more functional, systematic sophisticated conceptual hierarchy. Concepts of physics, mathematics, and astronomy are assumed. In summary, the material i s not particularly well organized, it lacks conceptual continuity, it assumes unrealistic student backgrounds, and it has surprising omissions. (BC)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Colorado State Univ., Ft. Collins.